The factor influence optimism

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id ability, and the progress in learning educational indicate in relation with hisher educational learning. Student speaking achievement which is gained by the first-year student is the result of the speaking study during the semester. The lecturers have their own criteria to value the students’ achievement. Generally, the achievement component is from performance aspect, affective, and assignment. This is the performance assessment rubric from Brown 31 , some lecturer uses the criteria bellow, but some of them can omit the some categories and they sometimes also change the score these all criteria are apply to earn students’ speaking achievement based on curriculum policy. Table 1.2 The Speaking Assessment Rubric of Brown Criteria Very good 5 Good 4 Fair 3 Poor 2 Very Poor 1 Fluency Has complete fluency in the language such that his speech is fully accepted by educated native speakers. Fluently on all levels normally pertinent to professional needs, can participate in any conversatio n with a high degree of fluency Can discuss the particular interest of competence with reasonable ease. Rarely has to grope for words. Can handle with confidence but not with facility most social situations. No specific fluency description. Refer to other four language areas for implied level of fluency. Vocabulary Speech on level fully Can understand Able to speak with Has speaking Speaking vocabulary 31 H. douglas brown. LANGUAGE ASSESEMENT: principle and classroom practices. 2011, pp. 212- 213 digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id accepted by educated native speaker including breadth of vocabulary and idiom, colloquialis m, and participate with a high degree of precision of vocabulary. sufficient vocabulary in formal and informal conversations . vocabulary sufficient to express himself simply with some circumlocut ions. inadequate to express anything but the most elementary needs. Grammar Equivalent to that of an educated native speakers Use language accurately to professional needs, error in grammar are quite rare Control of grammar is good. Speak structural accuracy to participate effectively in most formal and informal conversations . Can usually handle elementary construction quite accurately but does not have thorough or confident control of the grammar. Errors in grammar are frequent, but speaker can be understood by native speakers. Comprehen sion Equivalent to that of an educated native speaker. Can understand any conversatio n within the range of his experience. Comprehensi on is quite complete at a normal rate of speech. Can get the gist of most conversatio n of non- technical subjects. Within the scope of his very limited language experience, can understand simple question and statements if delivered slowly, by repetition, or paraphrase Pronunciati on Equivalent to and fully accepted by Errors in pronunciati on are quite Errors never interfere with understandin Accent is intelligible though Errors in pronunciati on are

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